Teaching Wo': - ,':-, :=-

University, Jilin Uni\ef"::'.. '. c ­ Xia Jiguo, Wan Lanjuan sity, Shanghai Uni\ef"l:-..' ',~- ­ University, Hebei Nonn~: " -;:-:­ Teaching World History at Chinese Universities: sity, Shanghai Nonnal L'~. :--, A Survey University, Ningxia l"ni', e~< .. :.: University, Middle Chi:-:2 ,':-. Teachers' College. Sou:~. C--.=. Since the People's Republic of was founded in 1949, and espe­ University, L~·. =~':­ cially since China carried out refonns from the policy of opening up, University of Science~ :\:~.~ '::~ enonnous progress has been made in world general history education in Shan Teachers' College. C ~-'-~ .::~ China. In order to create a picture of the current teaching conditions of Teachers' College. and J:-,-~.::'-~. this subject at institutions of higher education in China as weil as to teen ofthese uni\'ersitic, 2~c -~ :-.' pinpoint the main channels of transmitting knowledge about world his­ key nonna\ universitie, c:':~ =' ~ :-­ tory to students, we conducted a survey in early 2005. With this project (some are doub\e-counre':. . we also intend to provide useful and practical infonnation for scholars are deans or president, \':".' . c', engaged in the study of world general histOI)' and to encourage teaching 14 are leading scholar, :~ :~c ::. refonns in this field. common teachers in 1\ I>".•i ': ., ­ cient to reflect the ba'l~ ~l- ::: :­ I. Statistical information fram the teacher survey China and that its res'.:::, :--: _ hand material that is th(\:.L:~:-:-~:, : We distributed one questionnaire to 50 universities, invlting a teacher At the 37 universities ~~.-. ;-<.::~ engaged in the teaching and study of ,mrld history to fill it out. I We in teaching and srud\ir.g , ­ received responses from the following 37 universities: East China Nor­ been abroad for fu~he: ,:~:: =, mal University, University, Wuhan University, Fudan Uni­ shows that the number of ~C':-: - ::: versity, Beijing Nonnal University, Sichuan University, People's Uni­ is 43 (12%); 31 to 40 :ca~'. :::, ': versity, Nanjing University, Nan Kai University, Northeast China respondents (31 %); 51 to f-, .. c ~ ­ years, 8 respondents (~''': I. -:-', c c ~ According to the discipline structure in the Ministry of Education of the People's is as folIows: 59 particira:-::-- ­ Republic of China, world his/OIY is one of eight subdisciplines under history. The have a masters degree. ar.': .:: . other subdisciplines are: theory and philosophy of history, archaeology and ticipants (72%) have a se;: IX :- ~ . :"=. museology, histarical geography, philosophy of historical documents, special history, ancient history of China, and modem history of China. Thus teachers Looking at the data abc" c. c':-' :'.~c who are engaged in the teaching and studying of world his/ory generally stay in who have been abroad for c' , the same teaching and research section. The main courses or subjects they of­ or senior title. there is no Cl.'-: :-.=. fered include: world general his/ory, special history, dynasty history, and na­ within the discipline of ". ': .. , tional or state history. Among them, world general his/orr is a compulsory these 37 schooJs into thre" :.;'~::- 2~ course or subject while others are selective. The education of world general his­ discipline of word his(ol-. tory is different from that in the U.S. and other countries, far world general his­ them. ' tory in China refers to the history of other countries except China, which means to harshly add up each national history. The so-called world his/ory in the U.S. and other countries, which is led by American research and is focused on global relationships and mutual cooperation, is named global histOlY by Chinese schol­ ars, so as to distinguish itself from the conceptions of world hislory and world general hislOry in China.

COMPARATIV 16 (2006), Heft 1, S. 66-77. . ./t" . ,h'~ S :Re P:''''''' t ' h,·

Teaching World History at Chinese Universities: A Survey 67

University, Jilin University, Neimenggu University, Zhengzhou Univer­ sity, Shanghai University, Nanjing Normal University, Hunan Normal University, Hebei Normal University, Southwest China Normal Univer­ : Chinese Universities: sity, Shanghai Normal University, Normal University, Shanxi University, Ningxia University, Heilongjiang University, Anhui Normal University, Middle China Normal University, Huaibei Coal lndustry Teachers' College, South China Normal University, Capitai Normal _ '" :', _;.dc:d in 1949, and espe­ University, , Hubei Teachers' College, Hunan :'~ ,-:-. ::-.~ policy of opening up, University of Science, Xihua Normal University, Yanan University, An ..- Z:,cr,ll hisfOlY education in Shan Teachers' College, Guangxi University for Nationalities, Baotou :' '_- c ~ _:-:-~:,,: kaching conditions of Teachers' College, and Jiangxi Science and Teachers' College, Seven­ - c,::.:':::::'. :;. China as weil as to teen of these universities are considered first-rate universities; 19 are the - _. -;: ,~,:.\ lc:dgc: about world his­ key normal universities of their province; and 4 are common universities -.:: - c.:<:. :1105. With this project (some are double-counted). Among the 37 persons who participated, 5 ..:: ::-:':.:, ~.: T. ;-om1ation for scholars are deans or presidents of universities that teach or study world history, - '::',': LO c:ncourage teaching 14 are leading scholars in the discipline of world hisfOry, and 18 are common teachers in world history. We believe that this survey is suff!­ cient to reflect the basic condition of world general history education in :::::-:' s... rvey China and that its results provide abundant and comprehensive first­ hand material that is thought-provoking. _:' . c:5i:ies. im'iting a teachcr At the 37 universities investigated, a total of 366 people are engaged ,; ;:._,:",ry to fill it out. l We in teaching and studying world history. Among these, 152 (42%) have -_:. :: - _:,,, '. ,;'~5Itic:s: East China Nor­ been abroad for further studies. An analysis of the age distribution ':'. _-,'::': l-niversiry, Fudan Uni­ shows that the number of respondents from the age group 20 to 30 years ~. ,.:::" :_:'.j\'~rsiry, People's Uni­ is 43 (12%); 31 to 40 years, 135 respondents (37%); 41 to 50 years, 112 !--:..::.. ;::5it\. '\Iortheast China respondents (31%); 51 to 60 years, 68 respondents (19%); and above 60 years, 8 respondents (2%). The highest educational level of participants . ,~~, .:' Edu.;ation ofthe People's is as follows: 59 participants (16%) have a bachelors degree, 107 (29%) :':- ;-- '_~~:<:;Jlinö under history, The have a masters degree, and 200 (54%) have a doctora\ degree. 263 par­ - . - -, ::' :-,i510ry, archaeology and ticipants (72%) have a senior professional tille. '>, ':o~l.;al documents, special Looking at the data above, especially at the large number of people - ,.:,- -,,~,~, 01' China. Thus teachers who have been abroad for further study and who hold a doctoral degree = "..i hislury generally stay in .' c~, :ourscs or subjects they 01'· or senior title, there is no doubt that there is a high level of achievement ':':. _ . <:~" dynasty history, and na­ within the discipline of world hisfOlY in recent years. Ycl if we c1assify " ',;.' /11.11011' is a compulsory these 37 schools into three kinds according to the standard or level ofthe , --: :~_-:J,ion ofwurld general his­ discipline of word history at each, we still find great differences among _~,~~:e5. _ '_ ,',,':'. for wurld general h/s­ them. '_- " " _~ :~'" n-:ept China, which means , -:--:-" <:.:ej Imrld h/slul)' in the U.S, - ,- __ - '>;;"~:h and is focused on global - ~,-: __ , -.;, hislOl)' by Chinese schol­ ,_ • ; ~ ~ : ~,5 ot \\Drld h/stury and world Xia Jiguo, Wan Lanjuan 68 Teaching Wor1c - ö:: -. ='

Table 1: Teacher Qualifications 2. Which teaching met!:o":' course? Type Numberof Members Further Doctoral Senior universities employed study degree capability thoroughly explain emir", ~.: abroad emphasize key events ar,c ..: .•"c ~_ I I I 143 98 (69%) 101 (71%) 118(83%) ments II 17 158 49 (31%) 79 (50%) 106 (67%) supplement with extra ).;::0,:,,, .:;:" III 9 65 5 (80/0 20 (31%) 39 (60%) with international studie, ­ instruct students to lean; :-' ',.:: -, m,L::-:~ With regard to the total number of class hours of world general his/ory, plemented with extra ,_ we have infonnation on 36 universities. At 1 university the program tional studies spanned 6 semesters; at 9 universities, 5 semesters; at 13 universities, 4 other ways semesters; at 12 universities, 3 semesters; and at the remaining univer­ sity, 2 semesters. The total number of class hours at the different univer­ From these results \\e co::~:_"::: ~ sities are shown in Table 2. the basic foundations of." ',;:, incorporate the adnnc",": ':::::-::~ Table 2: Number of Class Hours of World General His/ory Teaching widen the students' hor:h:, ~. :: any suggestions for imr:':',-;: _: Universities Class hours ideas were offered. \\hie:- ;:::::. ' 3 400 and above further below (see Sect1o:: I: ,', :-:~:::: 12 301 to 399 respondents stated that -_ 12 251t0300 practice; the source-bui k:::.: : .. - _ ~:< 4 201 to 250 ened; materials or souree .-,:: 4 151 to 200 tions; and multimedia ma:",::::' ,. 1 150 and below argued that multimedia r.:",:c-: > ' they are only audio-\isua: ~.:' ::"-. Fourteen universities (38%) offered world general his/ory in their non­ ods of historical seiene", '\ -" ­ L~".' history departments, 18 universities (49%) did not offer it at all, and 5 should be eombined \\i(r, (15%) did not answer. Excluding the course of world general his/ory, study. The textbooks on 80% of the universities offered more than 10 }I'orld his/ory eleetive should be revised eonsta:-:::-..: :::­ ~ courses. rated; referenees should '::'; ••.::­ :::~.' To gain a more in-depth view of the teaehing methods and quality in should include historica; -:-­ ~, the field of world general his/my, we developed the following seleetive should be revised as so,'r, .<" questions. teaehers eonstantly impre',:: :"" : ods, and research of 11'01'/." ;. 1. Do you adopt multimedia techniques in your course(s)? of specialization, teaehers ,:--.: _ .: : They should be familiar '.', :' :-" usuall force intercommunicatie:" ,', sometimes tanee to language trainir.:; ': few none 2 According to our sur.e\ :.' '.' piled by Wu Yujin and'C' ,. ­ ~=- -~~.-::- Teaching World History at Chinese Universities: A Survey 69

2. Which teaching methods are used in your world general history course? D0-::10ral Senior thoroughly explain entire contents l!....Person (3%) .:~gr~e capability emphasize key events and difficult develop­ 14 persons (38%) >:1] 1-1 0 0) 118 (83% ments : 0 supplement with extra knowledge to keep up 21 persons (57%) - . -" 1:;0 0) 106 67~'o) with international studies :>,1131 ü 0) 39 (60%) instruct students to learn by themselves, sup­ 7 persons (19~o) plemented with extra material based on interna­ __.,- , .~, 2:' '., arid general history, tional sIlldies o. .-'-.:: :.;niwrsilY the program :-' ~ -C:-:'.:-,:,el'-: ::ll 13 universities, 4 other ways 1 person (3%) '~:~~' . .o~,: 2.: the remaining univer­ From these results we conclude that most teachers not only understand .' .>, ~:: _~, Jl the different univer­ the basic foundations of world general history education, but they also incorporate the advanced international research into their courses to widen the students' horizon. To the subjective question, "Do you have ~, ·:",.•1HislOry Teaching any suggestions for improving upon teaching methods?" many good ideas were offered, which mainly focused on several aspects mentioned further bc10w (see section 11). As to the topic of multimedia teaching, 12 . ; respondents stated that more multimedia methods should be put into practice; the source-building of multimedia teaching should be strength­ ened; materials or source documents should be shared among institu­ tions; and multimedia materials should be edited tor use. Other teachers argued that multimedia methods should not be promoted too much, as they are only audio-visual aids and cannot replace the traditional meth­ ods of historical science. Nine teachers pmposed that the teaching .; ,', ,:, "c'! histmy in their non­ should be combined with classroom discussion to motivate students to ~C: :lot ofter it at a11, and 5 study. The textbooks on world general history, the teaehers believe, . __ .."'" c'! \\orld general history, should be revised constantly so that new study reslllts can be incorpo­ '. ~ c :,~.o~. 1I lIorld history elective rated; references should be appended to each chapter and textbooks should include historical maps. The prevalent textbook World History . :.:; :;;.o::-.::lg methods and quality in should be revised as soon as possible.2 In addition, it is imperative that .:- ~;;.;; .::';:,ed lhe fo11owing se1ective teachers constantly improve their own knowledge of the theory, meth­ ods, and research of world history. In order to overcome the high degree of specialization, teachers should foster a broader view of world history. .> - :.0;][ course(s)? They should be familiar with the relevant materials and studies, rein­ force intercommunication with other scholars, and attach more impor­ ~...:' : I tance to language training in both Chinese and English.

2 According 10 OUf survey 23 inslitutions use Warld His/ar\' (six volumes), com· piled by Wu Yujin and Qi Shirong. Xia Jiguo, Wan Lanjuan 70 Teaching War': - ö':-, ='

Global history has become the focus of international historiography tions, and diplomatie re13>::-~, ,,­ since the 1980s. To gain the view of history teachers in China on this trends of global histof\ c:,,', ~ subject, we asked the following questions: relationships among pe,'::, ~, --=.: histOlY attempts to tho,e_ '::-, "C I, Are you familiar with global histOlY? and to express the panic,:'~' '­ tional discourse on llDr',: Very 5 persons (15%) discipline system but a:"c :' a little 28 persons (75%) results or theories from ecce:, -=.:. heard of 4 persons (10%) Second, global hisT"'-, :'" =­ li ne of the whole de\elor''''::::::: : " 2, Do you give lessons in global history? Third, as a represer.t.:::', ,,- < Yes 24 persons (67%) is useful to understand :~:: : :-:- , no 4 persons (11 %) gram of world general i·.:,· - ,,~­ no answer 8 persons (22%) Fourth, glohal hi'T';'- :::" ~::~ plies systematic though:, -=.:-C: -,," 3. Have you ever read books about global history? Fifth, in an era of g:e:- -=.::.:c: ::­ fields in the stud\' of ,\ 01'..:·' .­ usually 6 persons (16%) Sixth, global his~on pro'.:::' :-" sometimes 29 persons (78%) in its entirety; it offers .': s:::"~:_:­ no 2 persons (6%) trends. Besides these positi\:: ::,,~::' The teachers have read the following global history books: Stavrianos' plexity and anxiety abol1: :-" :: AGlobai History, Pomeranz's The Great Divergence, Wallerstein's teaching. Five points \\;;',,, :.:c, < = A-fodern World System, Frank's Reorient: Global Economy in the Asian theoretical method for 3;.-=.::,:: -; C Age, Spengler's The Decline ofthe West, Toynbee's The Study ofHis­ emphasizes transnationa! :::'-=.' :-,. tory, and others. These results prove that teachers have a certain famili­ is helpful in deconstmcu;.:: ::: "'.~" arity with the Western tradition and current international scholarship in should not be used \\h;;,:-- ~-:­ world and global history. Especially in the fjeld of -=.:-~,,-: . Teachers articulated, however, widely varying views on global history, geration of relationships .:::::. -; .':: which are very enlightening. Out of 37 teachers investigated nearly 30 tory brings many perple\:::,,~ -:: offered their opinions on the topic. Some teachers make a positive proposed in the teaching c:' -=." .,,-: evaluation of global history. Their arguments can be summarized in six Second. although g.'(" ~ ,: points: complicated and intimic2.::-:: :: First, the field of global histo/y is one that a rising China should take difficulty ofthe courses I;.::~'» ­ up and that is beneficial when trying to reestablish the world general sense to teach history b\ :',:: -' - .:: history system after having gotten rid of the fetter of ideology. The key students have maste~ed' :'-:::<, ­ to global history lies in its completely new approach. It is neither a su­ more capable of grasping :C~ ~ - ~" perficial change of traditional general history nor the result of a balanced Third, global histon sc.:" = -,: history in area studies. Its focal point is not the nation but the greater by every teacher \\'ho te 3 Cc ~ ~ region. Global histOlY treats the globe as a whole from the angle of nese history. But the prc'':'':- ~' domestic politics, nation and race, geography and climate, cultural tradi­ ,=- _::- ... =-i Teaching World History at Chinese Universities: A Survey 71

_' __ - _:- ::-.ternational historiography tions, and diplomatie relations, and aims at investigating the features and :':Jchers in China on this trends of global history developments by exploring the exchanges and relationships among people, nations, regions, and countries. Global histary attempts to thoroughly abandon the influence of Eurocentrism and to express the particular Chinese understanding within the interna­ tional discourse on world history. Eurocentrism refers not only to the discipline system but also to the way of research that copies academic rcsults or theorics from others, lacking new thoughts and methods. Second, global history could macroscopically draw the general out­ line of the whole development of world history and avoid Eurocentrism. Third, as a representative historical research method, global history is useful to understand the complex world and avoid regarding the pro­ gram of wor/d general history as national history. Fourth, global history reflccts an interdisciplinary approach and ap­ plies systematic thoughts and methods to historical rcsearch. Fifth, in an era of globalization global history opens up new research fields in the study of world history and indicates new ways for its future. Sixth, global histOlY provides the tools to study the history of the world in its entirety; it offers a structure for its development and highlights trends. Besides these positive reactions, teachers also expressed their per­ '::.':')!l' books: Stavrianos' plexity and anxiety about how to apply global histOlY in the course of ~).'. eTgellCe, Wallerstein's teaching. Five points werc raised. First, global history is an effective --.;: Ecollomy in the Asian theoretical method for analyzing history and doing historical research. It .. - -:-::. :-.jee· s The Study oI His­ emphasizes transnational relationships in the development of history and __ :.-.:.' :c':'':'~_':~s hJ\-e a certain famili­ is helpful in dcconstructing Eurocentrism and Sinocentrism. However, it __ -:-;;~ - ::-_:;;:TIJtional scholarship in should not be used when compiling textbooks and teaching courses. Especially in the field of ancient history it has led to an artificial exag­ :: . .:.;-:.~_~ \Ie\\-s on global histoll', geration of relationships among ancient peoples. Therefore, global his­ :' ~ - :C':'':'~.':~S imestigated nearly 30 tory brings many perplcxities into teaching and therefore should not be ~ : -:;: :.:a.:.hers make a positive proposed in the teaching of ancient history. ':Z_-.;:-.::" .:.an be summarized in six Second, although global history is very useful, its scope is more complicated and intimidating to students. Furthennore, the dcgree of -_-c :~.:.: a rising China should take difficulty of the courses increases rapidly. It thercfore makes much more ~ :. :c.:-:ablish the wor/d general sensc to teach history by focusing first on geographical areas. Once the .: .:' :.: e :-.:tter of ideology. The key students have mastered the key issues of wor/d histOlY, they are then ': ~>. ::pproJch. It is neither a su­ more capable of grasping thc concepts of global history. , - <:;-:. :lOr thc result of a balanced Third, global history should be understood and comprchended fully ~:' ~_0: the nation but the greater by evcry teacher who teaches wor/d history, even those who teach Chi­ __ :;: ':':'0 a whole from the angle of nese history. But the problem still rcmains, how to effectively teach :: ;':-':':-:-.) Jnd climate, cultural tradi- 72 Xia Jiguo, Wan Lanjuan Teaching Wo': - ,': -, ,,­ global history weil, how to incorporate it into the courses, and how to 2. How often do your tea.::":-, .- join theory and practice successfully. Fourth, while global history is objective and scientific, it is nonethe­ Very often less based on a microcosmic view of history. Above all we must teach sometimes the essential historical facts. Only after this can we introduce the global little dimension of history to students. never -' Fifth, global history is helpful in mastering the general developments of world history and placing the significant historical events in an inter­ 3. What kind of teack:; _.. _- :'. national eontext, but it is difficult to teach. history often use? (muh:::-:: ~~: __ In addition to these points, some teachers put forward their suspicion of the term "global history. " They believe that it cannot be called "proper lectures history" but that it does provide a legitimate angle to investigate certain discussions and disquisr::,: -, questions. comparisons demonstrations 11. Statistical information fram the student survey paper others For the student survey, we distributed 340 questionnaires to students at 9 4. What kind ofteachi:.::, ~~:" :-.:'­ universities: Nankai University, , Sichuan Univer­ sity, East China Normal University, Middle China Nonnal University, lectures Tianjiin Nomlal University, , Liaocheng Uni­ discussions and disgUlS:::: ~, versity, and Capital Normal University. We received 313 responses, comparisons from which we can draw some conclusions about the degree of students' demonstrations understanding of world general history and their assessment of teaching others and textbooks, as weil as their degree of satisfaction with this field. The main questions and feedback are presented below. 5. How do your teac he~s ..: '2 :" ~ (multiple choice) I. 00 you like the course of worldgeneral history? vivid description abour 3:: :": .::: -' like 188 persons (60%) highlight the key and di::'.::..:: :-.: :­ generally like 114 persons (37%) sketching others dislike 10 persons (3%) supplement extra kno\\:~c:;~ >-: and difficult points: keer..:::- .. _ 2. How often do your teachers of world general history use multimedia? intemational research Very often 87 persons (28%) simplify the textbook co:-:~:-:' knO\\:~-=;~. sometimes 101 persons (32%) leaming, add extra with advanced intematio:-:.: -- ~. little 78 persons (25%) others never 48 persons (15%) like 188 persons (60%) generally like 114 persons (37%) dislike 10 persons (3%) ,=- -=-.-=~ Teaching World History at Chinese Universities: A Survey 73

-.:.:~ : .~.:,-' the courses, and how to 2. How often do your teachers ofwor!dgenera! histOlY use multimedia?

~.:: ~: ' ;': ~::j scicntific, it is nonethe­ Very often 87 persons (28%) ~:: ~.. ,-\ bovc all we must teach sometimcs 101 persons (32%) ~,::: '.:-' ~ ~:: We introduce the global little 78 persons (25%) never 48 persons (15%) ~.:.-:;:::~.:: :'1e general developments -, :~ _.: -,: ~.: s:c'rical events in an inter­ 3, What kind of teaching methods do your teachers of world genera! histOlY often use? (multiple choice) .• - ::". :-.: :'L':-" ard their suspicion of ;':. _ '.:~: ,: cj,I1not be called "proper lectures 284 persons (91 %) ::: -:.:; ~~,::~c to investigate certain discussions and disquisitions 1250ersons (40%) comparisons 105 persons (34%) demonstrations 630ersons (20%)

~:_ :,0-: sJvey paper others 15 persons (5%)

.: ::.:.. :. .cs::0I1naires to students at 9 4. What kind ofteaching methods are your favorites? (multiple choice) '-.-:: -; '.~', crsiry. Sichuan Univer­ './ ::.:: ("'-.:na '\onnal University, lectures 99 persons (32%) " ::-:-:-.:. '. ~,;\crsiry. Liaochcng Uni­ discussions and disquisitions 189 persons (60%) _~,' '.;.;,: :ccci\ed 313 responses, comparisons 130 persons (42%) .- ~ :. c.. c, J: rhe degree of students' demonstrations 138 persons (44%) • '-.-: ::.c:: JSSessmcnt of teaching others 330ersons (11%) oe: ::' '.'. > :'~:::0n \\irh this field. The 'S.=- ~ ~:.. :.- ~, .', 5. How do your tcachers use the warld genera! history textbooks? (multiple choice)

vivid description about all the contents 31 persons (10%) )~-~~ _. nll- ,) highlight the key and difficult points, 194 persons (62%) ~-::-~,~ :-.:" .1 sketching others , , supplement extra knowledge as weil as key 150 persons (48%) and difficult points: keep up with advanced .:, ;;:,[01')' usc multimedia? international research >'ül simplify the textbook contents, lead to self­ 75 persons (24%) learning, add extra know1cdge, and keep up ~~: ~ ~ u) with advanced international studies : ...... ::.') Cl) othcrs 22 persons (7%) :=-->- . : 5'J 0)

:'::~, _-.' '00°0) '-0 ) ~':-:-:" _ .. ::- I _... 0 ::-- ..... _..... (300) 74 Xia Jiguo, Wan Lanjuan Teaching Worlc - 5:: -. ". :

6. What means do your teachers use to evaluate your performance? Fourth, it is suggested :,. .:: :-~ (multiple choice) ample, papers could be u,eL' .- ~.::.: Fifth, students expce: :: questions (quiz) 50 persons (16%) classes in order to be ab:e : .."".: written tests 262 persons (84%) countries. In addition. tr e: :' -: :,.: homework 93 persons (30%) theories and methods ane :.' "',::-.: research papers 182 persons (58%) Above and beyond e:.: __ :: others 27 persons (9%) paid to students' acqm,:::' - "' directed learning. We reee:·. e: :-" The responses indicate that most students like world general history. From the teachers questionnaire we found out that economic growth led I. Have you read any cx:,} ,,: : ,. ' to the improvement of teaching facilities in universities, which allows usually most teachers to use multimedia if necessary. However, we find that the sometimes studcnts estimate the usage of multimedia at a lower level. Aside from this, almost half of the teachers provide extra knowledgc in class, keep none up with the advanced international studies, and elaborate on the key and ~ ~O: difficult points in their classes. The result shows that within postgradu­ 2. If you have read 5Q!r.e. :' ate education, especially that of doctors, teaching standards have im­ books are as fo11o\\s proved. However, when it comes to teaching methods, most teachers use History by HerodoQl5 traditional means, such as lectures. In contrast, the discus­ The Bible sionldisquisition approach is favored by the students. Moreover, teach­ Germania by Tacitu5 ers usually assess students by written tests. All of these aspects should Decline and Fall ol [he :: ".", ­ be dceply discussed and used to improve the present conditions ofworld Edward Gibbon histOlY teaching. Arrian Anabasis Ale.':,7/" .;,.: -' "'.:­ With regard to these current teaching conditions students suggested The Civilization of[he Re".: six points on how to improve the world general history program. First, by Jacob Burckhardt the necessity to read more foreign history masterpieces. Students sug­ gest that teachers should help them read those books and state that it is We also investigated ." better to read some thoroughly. For a beginner, teachers should intro­ global history using the :'cO: . duce easier books and frequently conduct activities on reading and com­ prehension techniques. In addition, recommendations of references on 1. Do you know sOll1ethir; ~_. world history for selective reading are also needed. Second, students want to obtain more perceptual knowledge about ~ _v_e_ry-,,--ll1_uC_h 1 :: pe;' - world general history. Multimedia, video documents, classical movies, basic I ] 5~ ::,e;~ :- ~ and introductions of foreign customs are seen as good ways. In order to _h_e_a_rd_o_f \ 1.3." ::' e:'.: - ~ enhance students' comprehension of geographical spaces, or "spatial none . ::0 ['e;~ . -, perception," textbooks should contain both characters and pictures, particularly history maps. Third, teachers should talk more about important world topics and try to guide students from ancient to modem times. regularly some 119 re;~ "-" ",=.- _=-._:=;;­ Teaching World History at Chinese Universities: A Survey 75

_<0;; ;:'• .i:uate your perfonnance? Fourth, it is suggested to diversify the means of examination. For ex­ ample, papers could be used in addition to final examinations. I 16°0) Fifth, students expect to be offered advanced foreign language classes in order to be able to read more original documents from other 18.+°0) countries. In addition, they propose to enforce the study of historical :-.,=->. 130°0) theories and methods and to extend class hours of world general history. 158°0) Above and beyond c1assroom teaching, more attention should be -~;::. :- 19') 0) paid to students' acquisition of knowledge by themselves, i.e. self­ directcd learning. We received the following responses to our questions. , ,. :::'C \\orld general history. :': _ _ , _: :::3. t economic growth led 1. Have you read any extra books? . : - .:', ~;j \C~rsi ties, which allows usuallv 67 persons (21 %) , c.;;' <-:-:' !-lo\\'e\er, we find that the sometimes 221 persons (70%) :":'c ~ " ,,: .i lower level. Aside from none 24 persons (9%) . ~ c ;;<.: :.wo\\'ledge in class, keep ':;,-:: c\3.borate on the key and 2. If you have read some, please list your favorites. The most popular -c'~ _: ':-. :',\.c that within postgradu­ :0:': ;'. :;;'::;-:lJ1g standards have im­ books are as follows :=.::-~; :-:-:c::-tods. most teachers use Historv bv Herodotus 14 persons contrast, the discus­ The Bible 10 persons .~ :': :-;; -:Jjents. Moreover, tcach­ Germania by Tacitus 6 persons c; :;;<-".:: of these aspects should Decline and Fall o{ the Roman Empire by 6 persons ': . ;; :':: :,~::,ent conditions of world Edward Gibbon Arrian Anabasis Alexandri bv Arrian 5 persons : - :.; :: <:::ons students suggcsted The Civilization o{the Renaissance in ftaZv 4 persons .' ,; ,,', ",",:,' i7isIDry program, First, by Jacob Burckhardt : ,:,:-:. :-::.i.c:crpieces. Students sug­ ::.:o~ :- :Ce '-:-ooks and state that it is We also investigated the condition of students' understanding of ~ .:0 :'::;~,;,;:~. teachers should intro­ global history using the following questions: -~_:: ".:·:::CS on reading and com­ ::::, :-:·,;'.;;:-:j3.tions of references on 1. Do you know something about the viewpoint ofglobal history? ':: .:0 '- ~."cjcJ. :":' :~: :'c~:cptual knowledge about very much 2 persons .~:: ~~':uments, classical movies, basic 154 persons , .:0': <;::-: 3.S good ways. In order to heard of 138 persons ;~':I'hical ;:: spaces, or "spatial none 20 persons :' : :C-, characters and pichlres, 2. Have you read some books about global history? - :.: .rnportant world topics and :":' :..:::::-:: ::rncs. regularly 9 persons some 119 persons Xia Jiguo, Wan Lanjuan 76 Teaching Worlc - 3:: -. :=' onl occasional ISO ersons theoretical foundation. Yo_~.:: ::~. none 35 ersons ject also feel inadequatcly :'~::' ~~:-: What are solutions w :~:'~ :': 3. Which books have you read? should be taught by sorh':,::~~:~: . the first and second-ycar ce _~'::-', AGlobaI History 73 persons tory and historical thcory ~-.:: -~ Modern World System 12 persons are helpful to lay thc fou:;c~::- ,': Reorient: Global Economy in the 12 persons Second, it is necessar: :: Asian A.I!e and students has prowr: ::': - :''':.­ The Stlldy ofHistory 12 persons special areas and nation3' ~ -_: -:" 4 persons The Great Diver.l!ence in world general hisrol~, :c:'.:'- :.: ',' tual exchanges among d1:T"c:~~:-: :' ~ Third, we should star,C2~C =: :,­ 111. Conclusion at all universities. Thc ir:\ c:': .::~:: \a~ ~: With the combined results of the teacher and student surveys, we can this subject currcntly :',: -= sum up the current teaching conditions in world general history at Chi­ Fourth, teaching mcthoc, ~~< ':, nese universities. With the quick recent development of the Chinese traditional method to df" , , _ economy, the increasing possibilities of international and national com­ solving problems indcrc:-:c:~::..' munication, and especially the high-speed development of postgraduate some changes in exall1il;,,;-. ,- ~-.: education, teaching facilities were greatly improved and library re­ sources turned abundant. In addition, teachers have improved their aca­ demic credentials and broadened their perspectives. All these factors created a beneficial background for teaching refonns. However, many problems need to be resolved in world general history education. With the burgeoning of global history, the traditional world general history faces great challenges. Our traditional world general history is only pieced together by national history and area history. Global history pays more attention to the relationships and exchanges among different parts of the world. Our traditional world general histOlY teaching is transforrning into the "real" world history as global history, this change, however, is not received with enthusiasm by all teachers. Some are not advocates of global history and have problems to combine theory and practice into their teaching as weil as to compile global history text­ books. One reason for these problems can be seen in the completely different approach of global history, which is a kind of microscopic world history - or in other words, a kind of new '>I'orld history that is the result of synthetically combining historical theories with methodology. The traditional warld general history courses are generally arranged in the first or second academic year, and therefore students' knowledge about area studies and national history is limited and lacks a broader '=-_~-_::- Teaching World History at Chinese Universities: A Survey 77

theoretical foundation. Young teachers who initia11y approach this sub­ ject also fcel inadequately prepared for their tasks. What are solutions to these problems? First, world general history should be taught by sophisticated teachers in the third academic year. In the first and second-year courses, such as Chinese history, national his­ tory and historical theory and methodology should be arranged, which . - - -- ­ are helpful to lay the foundation for leaming world geIleral history. Second, it is necessary to improve textbooks. Our survey of teachers and students has proven this point. We should compile textbooks on . - - ... ~ - .. :" special areas and national history, omit the contents on national history - -';: . in world general history textbooks, and focus on the relations and mu­ tual exchanges among different parts of thc world. Third, we should standardize the c1ass hours of world general history at 0.11 universities. The investigation has showed that the c1ass hours of this subject currently vary from 420 to 120. :::.~-~~ ::'~.':: 'cJdent surveys, we can ""i ge'l1eral history at Chi­ Fourth, teaching methods must be improved. We should change the traditional method to disCllssion and disquisition and guide students in ';;-~ c-: ':'~' c:opment of the Chinese solving problems independently while reading. Fina11y, there need to be • :'~:~:-:-.2::onal and national com­ some changes in examinations and means of scoring students. ,-:xc':' ':'~'. c1Clpment of postgraduate ;~c::,::. .:-::pro\ed and library re­ " :~~, -~~, ::J\e improved their aca­ -~ - r.:~, :'c-:ti \<:5. All these factors :~::.~.--; ~efonns. However, many ..: ;" .;. ':"'lOryeducation. ". -. :'-.c :~Jditional world general =--::..:. :. ~::':". 'irld general history is •-: ::..-.:: ::.~eJ hiswry. Global histOI)' '.::- ::.~.:. c\-:nanges among different , .; :,':"ral Itistory teaching is . - 2' :.,r"lltistOl)', this change, '.::"~ r> J11 teachers. Some are not ~ r~:r;;-:-::, to combine theory and ::" :: ~:·mpile global history text­ :~.- ~::'~. ::>c seen in the completely ., ~:~~. :, a kind of microscopic ',~ .:. :.' ':"., \I'orld histOI)' that is the -:. -~::. :'1eories with methodology. - ~. _:,;;:, are generally arranged in .;.:-..:. :::;;:~;;tore students' knowledge .' l:mited and lacks 0. broader